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1.1 Research Background
字典已经玩一个最重要的角色在英语学习和教学。对于学习者词典使用被视为一个有效的词汇习得策略。除了拼写,发音,和定义的目标词,词典可以提供其他各种词汇信息,包括用法、搭配、同义词、反义词、例句等实用。,学习者。然而,大多数90后的英语学习者未能被有效的词典用户。他们往往使用字典的个人习惯,而不是遵循一个明确合理的策略,在他们的英语学习过程。因此,投诉都十听说了困惑和挫折带来的字典使用。很多英语学习者都不太确定什么,纸字典或电子,符合他们的英语水平和学习目的,当他们被派来转到一本字典帮忙,这类型的词典可以给一个更准确的定义的目标词的上下文中执行的任务,无论是纸字典应该替换为电子的或不是。此外,仍有很多学习者忽略搭配、文体、句法或语用特征的目标词作为他们使用e字典。例如,一个不成功的词典用户总是集中在第一个定义或使用一个中心词,忽略了其他人。因此,误解经常发生在阅读作业,所以做词汇错误在语言输出任务。这样的问题可能是由于事实甚至主导电子词典收益大受欢迎在90后的英语学习者,词典使用后发生的大多数学习者类和没有老师的指导。由于有限的学时的课程,忽视常规英语词典使用的意义在英语学习和教学中,一些教师给专业词典使用说明。相反,教师可能会想当然地认为他们的学生能够处理他们的词汇问题的帮助独立的字典。Dictionary has been playing one of the most significant roles in EFL learning andteaching. For EFL learners, dictionary use is viewed as an effective strategy ofvocabulary acquisition. Besides spelling, pronunciation, and definition of a targetword, a dictionary can offer various other lexical information, including usage，collocation, synonym，antonym, practical sentence examples, and etc., to learners.However, most post-90s EFL learners fail to be efficient dictionary users. They tendto use dictionaries out of their individual habits, instead of following a clear set ofreasonable strategies，in their EFL learning process. As a result，complaints are oftenheard about the confusion and frustration brought about by dictionary use. A lot ofEFL learners are not so sure of which kind, paper dictionary or electronic one,accords with their English proficiency and learning purposes，when they are supposedto turn to a dictionary for help, which type of dictionary can give a more accuratedefinition of a target word in the context of the tasks being performed, whether paperdictionaries should be replaced by electronic ones or not. Additionally, still manylearners ignore the collocational, stylistic, syntactic, or pragmatic features of a targetword as they use e-dictionaries. For instance, an unsuccessful dictionary user alwaysfocuses on the first definition or usage of a headword, ignoring the others. As a result,misinterpretations in reading assignment constantly occur, so do vocabulary mistakesin language output tasks. Such problems might be caused by facts that e-dictionarygains great popularity even dominance in post-90s EFL learners, and that dictionaryuse by most of those learners occurs after class and without the teacher's guidance.Due to the limited class hours of regular English courses and neglect of thesignificance of dictionary use in EFL learning and teaching, few teachers giveprofessional instructions on dictionary use. Instead, teachers may take it for grantedthat their students were able to deal with their lexical problems by the help ofdictionary independently.

1.2 Significance of the Study
EFL teaching and learning is aimed at building the learners linguistic knowledge,cultivating their language skills, developing their learning strategies and fosteringtheir cross-cultural communication competence. Dictionary strategies are among themost important learning strategies for language learners. Although they belong to thecognitive strategies according to O'Malley and Chamot (1990)，the process ofdictionary use involves far more than only cognitive strategies as it is also' closelyrelated to many individual factors such as motivation, planning，self-assessment andself-regulation. They all play important roles in fostering self-directed andindependent dictionary consultation, thus promote l本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。